Digital cameras cost money and are therefore not utilised by the children in my kohanga, because they may get damaged. I believe that with support and guidance of adults, children can learn the safe and appropriate way of using appliance tools (Somerset, 2000). My first step was to make my digital camera available for the children to explore and create their own form of art.
4 year old ‘P’ showed real interest exploring the use of my digital camera. We discussed the contrasts and similarities between her mother’s camera and mine. She recalled knowledge of operating a camera with her mother. With camera in hand, ‘P’ floated around the room taking photos. To obtain information and construct answers, her curiosity prompted her to ask questions.
“Whaea Nanua, where are my photos?” asked ‘P’.
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| Make cameras available |
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| Scaffolding and acquiring information |
I briefly explained some symbol applications on the camera, empowering her to apply the correct symbol to view her photos. She critiqued her photos, choosing to delete two blurry images and saving an image of her feet. After discussing the zoom in and out function, she concluded that she needed more practise with using the camera. Acquiring new information, ‘P’ scanned the room for her next project and centred her attention on ‘C’ and ‘T’ (who were in the dress up corner). She disclosed prior and current knowledge of the cameras functions and design with her peers. ‘P’s display of knowledge and confidence enabled her to scaffold ‘C’ and ‘T’ in astutely using the camera. They co-constructed their environment by assembling dolls, cars, balls and building blocks before taking photos. ‘P’ and ‘C’ sat on the couch to evaluate their photos while ‘T’ dressed up in a clown costume and picks up a balloon. “Camera me”, says ‘T’ to ‘P’ and ‘C’. ‘C’ and ‘P’ collaborated with ‘T’ and organised themselves into costumes for a new found project, inspired by ‘T’. They began documenting their play by way of photos. ‘C’ takes photos of ‘T’ as a clown hitting a balloon in the air. ‘P’ takes photos of ‘C’ as a nurse feeding her toy dog (named Missy) biscuits and milk. ‘T’ takes photos of ‘P’ as a singer playing instruments. The arrangement was unpretentious because they made it their own.
I see the children as part of a learning community, where they “inquire into the teaching-learning relationship” (Ministry of Education, 2007, p. 34). The time they shared on activities, collaborating, community building, scaffolding, communicating and listening is a technology of discipline. Vygotsky’s “Zone of proximal development (ZPD)” (Santrock, 2009, p. 220) highlights that the children’s level of learning will develop through completing activities independently and acquiring new understanding through support of competent adults and peers. Through the strand of “Contribution… interactions with others, children learn to take another’s point of view, …to ask for help, to see themselves as a help for others, and to discuss or explain their ideas to adults or to other children” (Ministry of Education, 1996, p. 64). With practise, knowledge and understanding, the children connected and demonstrated “there are no … boundaries to limit a child’s search for knowledge” (Pere, 1994, p. 76). Ministry of Education states that we are in the position to better prepare our children “to participate in society as informed citizens and give them access to technology-related careers” (2007, p.32).
The technology and society I have grown to know continues to evolve, as is learning. We truly need to step up with the changes of our world because our past and our present underpin our future. As we live in a world of instantaneous change, “children need both the confidence to develop their own perspectives and the capacity to continue acquiring new knowledge and skills” (Ministry of Education, 1996, p. 18).
Our children are our future and they need us to provide learning and teaching opportunities for them to grow; to influence; to create with understanding and purpose (Ministry of Education, 2007).
